1. TURKISH PRIMARY EDUCATION TECHNOLOGY AND DESIGN COURSE PROGRAMME 6 th to 8 th Grades

2. Structure of the Education System in Turkey Elementary and lower secondary schools (8 years, from the age of 6-7 to 14-15, compulsory) Elementary and lower secondary schools (8 years, from the age of 6-7 to 14-15, compulsory) Upper secondary schools or vocational schools (3-4 years) Upper secondary schools or vocational schools (3-4 years) Universities Universities - Junior colleges (2-3 years) - Junior colleges (2-3 years) - Faculties(4 to 6 years) - Faculties(4 to 6 years)

3. In Turkey, the concept of technology education has been included in the courses of the schools under different names and applications since 1910. 1910 - Handicrafts course in teacher training schools, 1910 - Handicrafts course in teacher training schools, 1930 – “Science applications” course integrated with Science courses, 1930 – “Science applications” course integrated with Science courses, 1940 – “Village Institute” program that combines work and education, 1940 – “Village Institute” program that combines work and education, 1949 – “Work Knowledge” course in secondary school program, 1949 – “Work Knowledge” course in secondary school program, 1968 – Art-Work course that combines work and arts, 1968 – Art-Work course that combines work and arts, 1974 – Content extended “Arts and Work Education ” course 1974 – Content extended “Arts and Work Education ” course (Arts and crafts), (Arts and crafts), 1981 –“Work Education” course(Compulsory) 1981 –“Work Education” course(Compulsory) 1991 – “Work Education” programme developed for elementary and lower secondary schools. 1991 – “Work Education” programme developed for elementary and lower secondary schools. 2006 - “Technology & Design” developed for secondary schools 2006 - “Technology & Design” developed for secondary schools

4. WHY TECHNOLOGY AND DESIGN PROGRAMME?

5. FUNDEMENTAL REASONS  VISION 2023 TECHNOLOGICAL PREVISION  DEVELOPMENTS IN PROGRAMME PROGRESSING APPROACHES  SOCIAL EXPECTATIONS

6. VISION The vision of the programme is to train creative individuals who are open to change and developments, who are well aware of today’s problems and can offer solutions in order to build a better future for the society; who are able to think, question and express themselves.

7. The Structure of the Programme The programme consists of 3 complementary steps which are repeated in the sixth, seventh and eight grades. The programme consists of 3 complementary steps which are repeated in the sixth, seventh and eight grades.

8. THE FUNDAMENTAL ASPECTS OF TECHNOLOGY AND DESIGN PROGRAM THE FUNDAMENTAL ASPECTS OF TECHNOLOGY AND DESIGN PROGRAM

9. ProductionConstructionArrangement Technology and Design

10. PHASE-FOCAL POINT GRADEArrangement Construction Production 6 th Grade First Steps to Thinking Think and Solve How do we Produce? 7 th Grade From Unit to Integral Changes and Developments in the Thoughts production production 8 th Grade Difference in Integral Protecting the Thoughts The Introductıon and the marketing of the product The Introductıon and the marketing of the product

11. The Programme also includes… Design and invention stories Design and invention stories Biographies of scientists Biographies of scientists Techniques that stimulate creative thought Techniques that stimulate creative thought

12. Explanation of The Programme Table The guideline that enables the teacher to reach the targets of the programme. Class, group or individual works performed in accordance with the focal points determined by each phase The knowledge, skill and behaviours a student is expected to obtain/gain during his/her learning Focal Point enables students to acquire knowledge and skills in accordance with their grades and levels.. Unique structures where focal points, skills and concepts are seen as a whole. 6. SINIF 6th Grade Phace: Arrangement Focal Point: First Step to Thinking Acquisitions ActivitiesExplanations  First Step ::

13. The Teacher of the Programme Uses affirmative expressions in his/her communication with students Uses affirmative expressions in his/her communication with students Does not make comparison between works and evaluates each work within the conditions that surround the work Does not make comparison between works and evaluates each work within the conditions that surround the work Enables students to seek for multi-dimensional answers Enables students to seek for multi-dimensional answers Encourages students to find alternative solutions Encourages students to find alternative solutions Fosters students to launch the activities Fosters students to launch the activities Directs the students to the materials they needed to realize their design (work) Directs the students to the materials they needed to realize their design (work) Enables the activities to run on time. Enables the activities to run on time.

14. Facilitate access to technology resources and materials for all students. Facilitate access to technology resources and materials for all students. Gives information about the means to use these materials and promotes safe and healthy use of technology resources. Gives information about the means to use these materials and promotes safe and healthy use of technology resources. Encourages students to observe, examine problems and implement their interests in research. Encourages students to observe, examine problems and implement their interests in research. Adresses questions to help students think, criticize, make decisions and produce creative solutions. Adresses questions to help students think, criticize, make decisions and produce creative solutions. Enables students to perform what they have learnt Enables students to perform what they have learnt Encourages students to study in areas in accordance with their interests and abilities Encourages students to study in areas in accordance with their interests and abilities Supports and encourages students in the process of design making Supports and encourages students in the process of design making

15. The Basis of the Implementation of the Programme This course is conducted by teachers designated to the branch of Technology and Design This course is conducted by teachers designated to the branch of Technology and Design The classes must not exceed 20 students The classes must not exceed 20 students 1 teacher is responsible for each group 1 teacher is responsible for each group The courses of each group are given in different environments The courses of each group are given in different environments Each student keeps a design diary for each activity Each student keeps a design diary for each activity Desıgns of the students are exhibited in technology clipboards. Desıgns of the students are exhibited in technology clipboards. At the end of the year a technology exhibition is organized. At the end of the year a technology exhibition is organized. The duration of the activities are determined by the Technology and the Design Board at schools. The duration of the activities are determined by the Technology and the Design Board at schools.

16. The first two phase activities(arrangement and construction) are given in the first term; the third(production) is given the second term. The first two phase activities(arrangement and construction) are given in the first term; the third(production) is given the second term. The order of the phases can not be changed. The order of the phases can not be changed. Different activities can be planned except for the basic focal activities Different activities can be planned except for the basic focal activities Each student is expected to perform at least one activity for each focal point. Each student is expected to perform at least one activity for each focal point. Seminars can be organised and experts, representatives of trade associations and designers can be invited to lecture. Seminars can be organised and experts, representatives of trade associations and designers can be invited to lecture. Visits to workplaces can be arranged where design and production are performed. Visits to workplaces can be arranged where design and production are performed.

17. The Evaluation of Student Success No written examination is given No written examination is given The design making process and class performance is assessed The design making process and class performance is assessed Assesment through student design diaries and research files Assesment through student design diaries and research files (The teacher evaluates student success in accordance with the above mentioned criterias)

18. Tools for Measurement and Assesment Core Evaluation Form(students self assesment) Core Evaluation Form(students self assesment) Student Observation Form Student Observation Form Progressive Grading Key Progressive Grading Key

19. 1 st Term: Each student receives one point(out of 5) for the ‘arrangement phase’ and ‘construction phase’ and at least one class performance point. The arithmetical average of these points are given as term grades. 1 st Term: Each student receives one point(out of 5) for the ‘arrangement phase’ and ‘construction phase’ and at least one class performance point. The arithmetical average of these points are given as term grades. 2 nd Term: Each student receives two points for the ‘production phase’ at least one class performance point. The arithmetical average of these points are given as term grades. 2 nd Term: Each student receives two points for the ‘production phase’ at least one class performance point. The arithmetical average of these points are given as term grades. For the above mentioned grading system, a grade chart has been prepared and has been included into the newly established regulations for Primary Education. For the above mentioned grading system, a grade chart has been prepared and has been included into the newly established regulations for Primary Education.

20. FIRST PHASE ARRANGEMET

21. Students develop the ability to think and evaluate things in their lives by looking from different perspectives Students develop the ability to think and evaluate things in their lives by looking from different perspectives Taking nature, life and themselves as starting points, students construct concepts such as place, surface, unit, repetition, rhythm, order, harmony, integrity and community Taking nature, life and themselves as starting points, students construct concepts such as place, surface, unit, repetition, rhythm, order, harmony, integrity and community

22. By using invariable shapes (square, circle etc.) students form original designs. By using invariable shapes (square, circle etc.) students form original designs. They express the concepts of color, direction and proportion through the designs they formed of invariable shapes. They express the concepts of color, direction and proportion through the designs they formed of invariable shapes.  They improve their creativity in the process of learning through observation, research, inquiry and experimentation.

23. Focal Points in the Arrangement Phase Grades Focal Points Activities 6th Grade First Step to Thinking ‘First Step’ ‘Forming Arrangement’ 7th grade Form Unit to Integral ‘Form Unit to Integral’ 8th Grade Making Difference in the Integral Differences in the Integral

24. Students in ‘Arrangement Phase’ 6 th Grade: Students who take their first step towards thinking/idea, form original arrangement by using existing units. 7 th Grade : Form original arrangements (designs) by using invariable shapes (square, circle, line). 8 th Grade: They express the concepts of color, direction and proportion through the designs they formed of invariable shapes.

25. Composing Arrangement 6 th Grade In order to develop the idea of arrangement, the students make use of ready-units such as water containers/jugs and pulley. The student determines the unit he/she will use as a starting point to reach the integral. The methods of trial, search and determination are important components of the arrangement process of the unit. Under the light of their creative thinking, students repeat and combine the units. The integrals composed of different accords, aesthetics and interpretations are formed of repeated unit patterns which are the products of the individual differences and imagination of each student. Students take notes of the experience they went through during the process of moving from the unit to arrangement and they fill in the core evaluation form. In order to develop the idea of arrangement, the students make use of ready-units such as water containers/jugs and pulley. The student determines the unit he/she will use as a starting point to reach the integral. The methods of trial, search and determination are important components of the arrangement process of the unit. Under the light of their creative thinking, students repeat and combine the units. The integrals composed of different accords, aesthetics and interpretations are formed of repeated unit patterns which are the products of the individual differences and imagination of each student. Students take notes of the experience they went through during the process of moving from the unit to arrangement and they fill in the core evaluation form.

26. ARRANGEMENT (FIRST STEP TAKEN TOWARDS IDEA) 6 th GRADE Acquisition(learning outcomes) Acquisition(learning outcomes) 1. Determining the units to be used 2. Trying to reach the integral by using the determined unit 3. Selecting the appropriate combination method to reach the integral 4. Composing the arrangement 5. Recognising the power of expression in the composed arrangement 6. Understanding the aesthetics values and the visual and technological features of the composed arrangement. 7. The student takes notes about his/her observations and experience 8. Sharing the experience with classmates

27. ARRANGEMENT (FROM UNIT TO INTEGRAL) 7 th Grade Acquisiations Acquisiations 1. Distinguishes the differences between variable and invariable units 1. Distinguishes the differences between variable and invariable units 2. Questions the adequacy of the forms. 2. Questions the adequacy of the forms. 3. Determines the forms he/she will use to compose units. 3. Determines the forms he/she will use to compose units. 4. Decides whether the units he/she has formed could be reproduced. 4. Decides whether the units he/she has formed could be reproduced. 5. Obtains the unit which has the possibility to be reproduced. 5. Obtains the unit which has the possibility to be reproduced. 6. Through the repetitions of the units, he/she reaches an integral structure. 6. Through the repetitions of the units, he/she reaches an integral structure. 7. Works constantly to create original designs. 7. Works constantly to create original designs. 8. He/she records his experiences in the design process. 8. He/she records his experiences in the design process. 9. Shares his/her problems, worries and appreciation. 9. Shares his/her problems, worries and appreciation.

28. ARRANGEMENT (Making Difference in the Integral) 8 th Grade Acquisiations Acquisiations 1. The student recognises the importance of the use of color, direction and proportion to enable simulation in the integral structure. 1. The student recognises the importance of the use of color, direction and proportion to enable simulation in the integral structure. 2. By using invariable shapes he/she forms units. 2. By using invariable shapes he/she forms units. 3. Decides whether the units he/she has formed could be reproduced. 3. Decides whether the units he/she has formed could be reproduced. 4. Through the repetitions of the units, he/she reaches an integral structure. 4. Through the repetitions of the units, he/she reaches an integral structure. 5. The student introduces the design to his/her environment. 5. The student introduces the design to his/her environment. 6. The student becomes determined to produce original designs. 6. The student becomes determined to produce original designs. 7.The student records the process of producing original design and shares his/her thoughts and emotions with others. 7.The student records the process of producing original design and shares his/her thoughts and emotions with others.

29. The Arrangement Phase SAMPLE WORKS

35. SECOND PHASE CONSTRUCTION

36. Students in Construction Phase Creative thinking Creative thinking Students move from curiosity & imagination towards change, development and facilitation Students move from curiosity & imagination towards change, development and facilitation They develop solution-oriented behavior They develop solution-oriented behavior They express their ideas through drawings and written works in a tangible manner They express their ideas through drawings and written works in a tangible manner They share their ideas with others They share their ideas with others They learn about intellectual property rights They learn about intellectual property rights

37. The Focal Points and Activities in Construction Phase Grades Focal Point Activity 6 th Grade Think and Solve Let’s Think and Solve 7 th Grade The Development and Change in the Thoughts The Changes in the Dreams 8 th Grade Protection of Intellectual Property Rights How to Protect Intellectual Property Rights

38. Students in Construction Phase  6 th Grade : In order to solve a problem, students outline their ideas and make drawings.  7 th Grade: Students make drawing in a tangible manner so as to avoid misunderstandings.  8 th Grade: They learn about intellectual property rights/statutory protection

39. CONSTRUCTION (Think and Draw) 6 th Grade 1. Construction phase expresses student’s imagination and curiosity. 1. Construction phase expresses student’s imagination and curiosity. 2.Out of his curiosity and imagination, the student recognizes problems in the real world. 2.Out of his curiosity and imagination, the student recognizes problems in the real world. 3.In order to find a solution to one of the problems he/she recognized, the student makes a drawing. 3.In order to find a solution to one of the problems he/she recognized, the student makes a drawing. 4. The student offers solutions to the problem he/she selected. 4. The student offers solutions to the problem he/she selected. 5.He/She expresses his/her offers of solution through technical drawing. 5.He/She expresses his/her offers of solution through technical drawing. 6.He/she considers the suggestions made by others for the solution of the present problem. 6.He/she considers the suggestions made by others for the solution of the present problem. 7. Çizimin anlaşılır nitelikleri taşıması için sorgular. Makes sure that the drawing is tangible 7. Çizimin anlaşılır nitelikleri taşıması için sorgular. Makes sure that the drawing is tangible 8.The student takes notes of the experience he/she gained in the process of moving from thought to drawing. 8.The student takes notes of the experience he/she gained in the process of moving from thought to drawing. 9. The student shares the solution- oriented phases he/she experienced with others. 9. The student shares the solution- oriented phases he/she experienced with others. 10. He/she invites criticism. 10. He/she invites criticism. 11. He/she becomes determined to design solution oriented products. 11. He/she becomes determined to design solution oriented products.

40. CONSTRUCTION (Changes and Developments in Thought) 7 th Grade 1.The student evaluates the phase he/she experienced in his/her first work and solution sugesstions he brought to the first work. 1.The student evaluates the phase he/she experienced in his/her first work and solution sugesstions he brought to the first work. 2.He/she evaluates the first written work. 2.He/she evaluates the first written work. 3. He/she recognizes the differences between the evaluations and his/her thoughts. 3. He/she recognizes the differences between the evaluations and his/her thoughts. 4. He/she expresses his/her curiosity and imagination. 4. He/she expresses his/her curiosity and imagination. 5. The student realises that the problem he has detected requires solutions. 5. The student realises that the problem he has detected requires solutions. 6. The student selects one of the problems and offers solution. 6. The student selects one of the problems and offers solution. 7. The student takes notes about the solution. 7. The student takes notes about the solution. 8. The stundent makes the drawings in accordance with the required standarts. 8. The stundent makes the drawings in accordance with the required standarts. 9. He/she records and shares his experiences in the design process. 9. He/she records and shares his experiences in the design process. 10. The student performs unique behaviors while sharing the thoughts and dreams. 10. The student performs unique behaviors while sharing the thoughts and dreams. 11. The student exhibites his/her self esteem and creativity within the solution- oriented product he/she designed. 11. The student exhibites his/her self esteem and creativity within the solution- oriented product he/she designed. 12.The student continues to design solution-oriented product. 12.The student continues to design solution-oriented product.

41. Construction (The Protection of Thoughts) 8 th Grade 1.The student makes researches about the tangibility of the solution offers in his/her previous works. 1.The student makes researches about the tangibility of the solution offers in his/her previous works. 2. In respect of the research results the student makes the required changes in the technical drawing. 2. In respect of the research results the student makes the required changes in the technical drawing. 3. The student recognises different describtive techniques employed in the technical drawing. 3. The student recognises different describtive techniques employed in the technical drawing. 4. The student learns about intellectual properity rights. 4. The student learns about intellectual properity rights. 5. The student expreses his/her imagination and cruiosity. 5. The student expreses his/her imagination and cruiosity. 6. In order to find a solution to one of the problems he/she recognized, the student makes a drawing. 6. In order to find a solution to one of the problems he/she recognized, the student makes a drawing. 8. The student offers solutions to the problem he/she selected. 8. The student offers solutions to the problem he/she selected. 9. 5.He/She expresses his/her offers of solution through drawing. 9. 5.He/She expresses his/her offers of solution through drawing. 10. Makes sure that the drawing is tangible. 10. Makes sure that the drawing is tangible. 11. 8.The student takes notes of the experience he/she gained. 11. 8.The student takes notes of the experience he/she gained. 12. The student shares the solution- oriented phases he/she experienced with others. 12. The student shares the solution- oriented phases he/she experienced with others. 13. The student becomes determined to design solution - oriented products. 13. The student becomes determined to design solution - oriented products. 14. He/she invites criticism. 14. He/she invites criticism. 15. The student enjoys producing original designs. 15. The student enjoys producing original designs.

42. CONSTUCTION PHASE SAMPLE WORKS SAMPLE WORKS

45. THIRD PHASE PRODUCTION

46. Students in Production Phase They utilize the skills they have developed in the previous phase to deliver products They utilize the skills they have developed in the previous phase to deliver products Through observation, they detect problems Through observation, they detect problems By means of offering solutions to the problems they have detected, they take steps towards the concretization of their designs By means of offering solutions to the problems they have detected, they take steps towards the concretization of their designs They experience the phase which starts from the specification of the problem and lasts with the design of the product They experience the phase which starts from the specification of the problem and lasts with the design of the product They plan activities to present their designs They plan activities to present their designs In order to increase the marketing of their product, they use innovation techniques In order to increase the marketing of their product, they use innovation techniques

47. The Focal Points and Activities in Production Phase Grade Focal Point Activity 6 th Grade How to Produce? The Production of Design 7 th Grade Production Lets Produce 8 th Grade Produce and Introduce? How to Introduce?

48. Students in the Production Phase 6 th Grade: By experiencing the design process they deliver concrete products. 6 th Grade: By experiencing the design process they deliver concrete products. 7 th Grade: In order to bring a solution to a problem, they reflect their thoughts and emotions to their works. 7 th Grade: In order to bring a solution to a problem, they reflect their thoughts and emotions to their works. 8 th Grade: They employ innovation and marketing techniques in order to introduce their products. 8 th Grade: They employ innovation and marketing techniques in order to introduce their products.

49. Production Phase 6 th Grade Acquisiations 1. He/she recognizes the problems he/she faces in his/her life. 1. He/she recognizes the problems he/she faces in his/her life. 2. He/she makes solution-oriented research for the problem he detected. 2. He/she makes solution-oriented research for the problem he detected. 3. He/she analyzes the data he/she has acquired from his research. 3. He/she analyzes the data he/she has acquired from his research. 4.He/she makes suggestions for the solution of the problem 4.He/she makes suggestions for the solution of the problem

50. PRODUCT (PRODUCTION) 7 th Grade Acquisitions 1. Recognises the problems in his:her life. 1. Recognises the problems in his:her life. 2. The student makes research about the certain problem he/she detected. 2. The student makes research about the certain problem he/she detected. 3. In respect to research results he/she defines and anlysizes the problem. 3. In respect to research results he/she defines and anlysizes the problem. 4. Student makes solution-oriented offers. 4. Student makes solution-oriented offers. 5. The student defines the required specification for the solution. 5. The student defines the required specification for the solution. 6. Develops a draft design proposal. 6. Develops a draft design proposal. 7. The student makes research for his/her proposal. 7. The student makes research for his/her proposal. 8. Considering the research result he/she determines the structure and features of the design. 8. Considering the research result he/she determines the structure and features of the design. 9. By means of making experimentations the student determines the methods and techniques he/she will employ in his/her design. The student makes the technical drawing of the design and describes the technical drawing. 9. By means of making experimentations the student determines the methods and techniques he/she will employ in his/her design. The student makes the technical drawing of the design and describes the technical drawing. 10. The student plans construction process of the design. 10. The student plans construction process of the design. 11. The student determines the assesment criterias. 11. The student determines the assesment criterias. 12. The student asses the design in accordance with general criterias. 12. The student asses the design in accordance with general criterias. 13. The student shares the experience he/she gained in the desiging process with his/her classmates. 13. The student shares the experience he/she gained in the desiging process with his/her classmates. 14. The student presents his/her self esteem in every situation. 14. The student presents his/her self esteem in every situation. 15. The student becomes determined to design solution-oriented products 15. The student becomes determined to design solution-oriented products

51. PRODUCT (Production and Introduction) 8 th Grade Acquisitions Acquisitions 1. Recognises the problems in his/her life. 1. Recognises the problems in his/her life. 2. The student makes research about the certain problem he/she detected. 2. The student makes research about the certain problem he/she detected. 3. In respect to research results he/she defines and anlysizes the problem. 3. In respect to research results he/she defines and anlysizes the problem. 4. Student makes solution-oriented offers. 4. Student makes solution-oriented offers. 5. The student defines the required specification for the solution. 5. The student defines the required specification for the solution. 6. Develops a draft design proposal. 6. Develops a draft design proposal. 7. The student makes research for his/her proposal. 7. The student makes research for his/her proposal. 8. Considering the research result he/she determines the structure and features of the design. 8. Considering the research result he/she determines the structure and features of the design. 9. The student questions the features to reach originality in the proposed design. 9. The student questions the features to reach originality in the proposed design. 10. The student determines the methods and techniques he/she will employ in his/her design. 10. The student determines the methods and techniques he/she will employ in his/her design. 11. The student describes the technical drawing of the design. 11. The student describes the technical drawing of the design. 12. The student plans the stages of the design. 12. The student plans the stages of the design. 13. The student asses the design in accordance with general criterias. 13. The student asses the design in accordance with general criterias. 14. The student presents justification to modify his/her offers. 14. The student presents justification to modify his/her offers. 17. The student records the experinces he/she gained through the design process. 17. The student records the experinces he/she gained through the design process.

52. PRODUCT (Production and Introduction) 8 th Grade 18. The student shares the experinces he/she gained through the design process with his/her classmates. 18. The student shares the experinces he/she gained through the design process with his/her classmates. 19. The student reflects his/her self esteem and imagination to the product the student designed. 19. The student reflects his/her self esteem and imagination to the product the student designed. 20. The student enjoys designing solution oriented products. 20. The student enjoys designing solution oriented products. 21. The student seeks the means of marketing the product.Ürünün pazarlaması için çalışma yapar. 21. The student seeks the means of marketing the product.Ürünün pazarlaması için çalışma yapar. 22. Considering different ideas for the marketing of the product, the student applies innovation techniques to the product. 22. Considering different ideas for the marketing of the product, the student applies innovation techniques to the product. 23. The student names the product. 23. The student names the product. 25. The student designs logos for better marketing and presentation of the product 25. The student designs logos for better marketing and presentation of the product 27. The student finds a suitable motto for the product.Ürün için bir slogan geliştirir. 27. The student finds a suitable motto for the product.Ürün için bir slogan geliştirir. 28. The student designs an appealing an attractive package and label for the product. 28. The student designs an appealing an attractive package and label for the product. 29. Employing proper graphical designs colors pictures, the students expresses the package and label design in technical drawing. Ambalaj tasarım önerisini uygun yazı tipleri renkleri, resim ve süslemeler kullanarak çizimle ifade eder. 29. Employing proper graphical designs colors pictures, the students expresses the package and label design in technical drawing. Ambalaj tasarım önerisini uygun yazı tipleri renkleri, resim ve süslemeler kullanarak çizimle ifade eder. 32. The student produces the package and label in accordance with the above mentioned features. 32. The student produces the package and label in accordance with the above mentioned features. 33. The student prepares a scenario for the marketing of the product in media. Yazılı ve görsel basında ürünü pazarlamak için reklam senaryosu hazırlar. 33. The student prepares a scenario for the marketing of the product in media. Yazılı ve görsel basında ürünü pazarlamak için reklam senaryosu hazırlar. 34. The student becomes determined to improve the marketing of the product. 34. The student becomes determined to improve the marketing of the product.

53. THANK YOU….